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Students Can Learn by Explaining, Studies Say
Education Week: Children are quick to ask “why?” and “how?” when it comes to new things, but research suggests elementary and preschool students learn more when teachers turn the questions back on them. In a
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Why teachers should present new material as stories
The Washington Post: In this post Cognitive scientist Daniel Willingham writes about how students best learn new material. Willingham is a professor and director of graduate studies in psychology at the University of Virginia and
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Reading Literature Makes Us Smarter and Nicer
TIME: Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued in the New York Times that we ought not to claim that literature improves us as people, because there is no “compelling evidence that
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The Power of Names
The New Yorker: The German poet Christian Morgenstern once said that “all seagulls look as though their name were Emma.” Though Morgenstern was known for his nonsense poetry, there was truth in his suggestion that
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The Key to a High IQ? Not Getting Distracted
TIME: A new study suggests that intelligence is more about what the brain chooses to ignore than simply its ability to process information rapidly. The research, which was published in the journal Current Biology, suggests
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Blood Vessels in the Eye Linked With IQ, Cognitive Function
The width of blood vessels in the retina may indicate brain health years before the onset of dementia and other deficits.
